Indigenous people often complain that they aren’t being listened to, that researchers, institutions and policy makers aren’t taking them seriously or listening properly to their concerns (Donald, 2016). In response, researchers, politicians and interested ‘others’ make commitments to do a better job. The language of ‘better listening’ is framed in terms such as to ‘listen deeply’ (Kohn, 2016; Wallace & Lovell, 2009), or listen ‘truly’ (Snowden, 2017), and in some cases, notions of ‘listening’ as opposed to ‘hearing’ as an act of good faith in responding to Indigenous peoples’ concerns is argued (Davis, 2016). As an ‘outsider’ working in Indigenous research, it is a primary concern to respectfully engage with, interpret, and ultimately, represent the voices and concerns of Indigenous people as ethically and truthfully as possible within a broader understanding of the limitations on us to do so well, if at all. In reality, this is a precarious negotiation at the best of times and requires careful ethical/methodological consideration to better represent claims that research is ultimately beneficial to participants and the communities they represent. This paper adopts the Pitjantjatjara language term ‘kulini’ (listen to, hear) to mark out the terms of ‘ethical listening’ at the cultural interface (Nakata, 2007a) through an Aboriginal language lens. Ethical responsibilities for initiating dialogue towards action is then developed as a model based on Delpit’s (1993) framing of ethical listening and action in educating ‘other people’s children’. Working from the kulini frame provides methodological cues that can orient research towards justice and more just possibilities. Introduction Indigenous people across the globe are frustrated that they aren’t being listened to, that researchers, institutions and policy makers aren’t listening or responding to their concerns (Donald, 2016). Commitments to listen beyond cursory, power-laden interactions are described in terms such as ‘better listening’ or to ‘listen deeply’ (Kohn, 2016; UngunmerrBaumann, 2002; Wallace & Lovell, 2009), or to listen ‘truly’ (Snowden, 2017). Some have debated the importance of ‘hearing’ as an ethical commitment beyond merely listening in responding to Indigenous peoples’ concerns (Davis, 2016). This paper presents methodological questions that arose in the course of my doctoral thesis (Osborne, 2016) where I endeavoured to privilege Anangu (Pitjantjatjara, Yankunytjatjara, Ngaatjatjarra and Ngaanyatjarra) voices in education dialogue across communities in the tristate area of remote Central Australia (the region where the states of South Australia, Western 27 Learning Communities | Special Issue: Decolonising Research Practices | Number 22 – December 2017 Australia and the Northern Territory meet). Globally, Indigenous scholars have repeatedly raised concerns regarding colonialist approaches to Indigenous research that ultimately diminish, even silence Indigenous voices, knowledges a
{"title":"Kulini: Framing Ethical Listening and Power-Sensitive Dialogue in Remote Aboriginal Education and Research","authors":"Sam Osborne","doi":"10.18793/LCJ2017.22.04","DOIUrl":"https://doi.org/10.18793/LCJ2017.22.04","url":null,"abstract":"Indigenous people often complain that they aren’t being listened to, that researchers, institutions and policy makers aren’t taking them seriously or listening properly to their concerns (Donald, 2016). In response, researchers, politicians and interested ‘others’ make commitments to do a better job. The language of ‘better listening’ is framed in terms such as to ‘listen deeply’ (Kohn, 2016; Wallace & Lovell, 2009), or listen ‘truly’ (Snowden, 2017), and in some cases, notions of ‘listening’ as opposed to ‘hearing’ as an act of good faith in responding to Indigenous peoples’ concerns is argued (Davis, 2016). As an ‘outsider’ working in Indigenous research, it is a primary concern to respectfully engage with, interpret, and ultimately, represent the voices and concerns of Indigenous people as ethically and truthfully as possible within a broader understanding of the limitations on us to do so well, if at all. In reality, this is a precarious negotiation at the best of times and requires careful ethical/methodological consideration to better represent claims that research is ultimately beneficial to participants and the communities they represent. This paper adopts the Pitjantjatjara language term ‘kulini’ (listen to, hear) to mark out the terms of ‘ethical listening’ at the cultural interface (Nakata, 2007a) through an Aboriginal language lens. Ethical responsibilities for initiating dialogue towards action is then developed as a model based on Delpit’s (1993) framing of ethical listening and action in educating ‘other people’s children’. Working from the kulini frame provides methodological cues that can orient research towards justice and more just possibilities. Introduction Indigenous people across the globe are frustrated that they aren’t being listened to, that researchers, institutions and policy makers aren’t listening or responding to their concerns (Donald, 2016). Commitments to listen beyond cursory, power-laden interactions are described in terms such as ‘better listening’ or to ‘listen deeply’ (Kohn, 2016; UngunmerrBaumann, 2002; Wallace & Lovell, 2009), or to listen ‘truly’ (Snowden, 2017). Some have debated the importance of ‘hearing’ as an ethical commitment beyond merely listening in responding to Indigenous peoples’ concerns (Davis, 2016). This paper presents methodological questions that arose in the course of my doctoral thesis (Osborne, 2016) where I endeavoured to privilege Anangu (Pitjantjatjara, Yankunytjatjara, Ngaatjatjarra and Ngaanyatjarra) voices in education dialogue across communities in the tristate area of remote Central Australia (the region where the states of South Australia, Western 27 Learning Communities | Special Issue: Decolonising Research Practices | Number 22 – December 2017 Australia and the Northern Territory meet). Globally, Indigenous scholars have repeatedly raised concerns regarding colonialist approaches to Indigenous research that ultimately diminish, even silence Indigenous voices, knowledges a","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"53 1","pages":"26-37"},"PeriodicalIF":1.1,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84788070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There was a particular instinct that drove us to produce a special issue on decolonising knowledge practices. We thought that by paying close attention to how research is being done by researchers who are working intentionally to subvert some of the dominant Western paradigms and hegemonies, we may gain some insight into what decolonising knowledge practices look and feel like. This original instinct has been well and truly borne out by the wonderful contributions made by the papers in this issue. Each paper holds tremendous value on its own, but collectively, this issue provides us with a better understanding of the requirements and possibilities of doing decolonising knowledge work.
{"title":"Reflections and Provocations","authors":"D. Hohaia, Lisa Hall, Nia Emmanouil","doi":"10.18793/LCJ2017.22.09","DOIUrl":"https://doi.org/10.18793/LCJ2017.22.09","url":null,"abstract":"There was a particular instinct that drove us to produce a special issue on decolonising knowledge practices. We thought that by paying close attention to how research is being done by researchers who are working intentionally to subvert some of the dominant Western paradigms and hegemonies, we may gain some insight into what decolonising knowledge practices look and feel like. This original instinct has been well and truly borne out by the wonderful contributions made by the papers in this issue. Each paper holds tremendous value on its own, but collectively, this issue provides us with a better understanding of the requirements and possibilities of doing decolonising knowledge work.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"5 1","pages":"98-100"},"PeriodicalIF":1.1,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84672079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is a reflection and discussion on doing decolonising research in the intercultural space. It flows from a larger PhD research study on pathways for Indigenous people from remote communities into teacher education. Academic research is steeped in western colonised traditions and behaviours. Conscious of this, it was important while undertaking the work toward this thesis to pay attention to the process of working together within the research. This came out of a desire to embody rather than observe cultural and ethical guidelines about doing research involving Indigenous people and knowledge systems. Through a series of interrupting tools used throughout the work, some key insights were captured that were significant in illustrating one process for collaborative decolonizing research. Three insights in particular stood out as guides for how to do decolonising research in the intercultural space. This paper will explain and discuss these three areas and their implications for working in what Verran (2013) calls ‘good faith’.
{"title":"Anma, Marpla and Ngapartji Ngapartji: Insights Into how to do Research Together in ‘Good Faith’","authors":"Lisa Hall","doi":"10.18793/LCJ2017.22.07","DOIUrl":"https://doi.org/10.18793/LCJ2017.22.07","url":null,"abstract":"This paper is a reflection and discussion on doing decolonising research in the intercultural space. It flows from a larger PhD research study on pathways for Indigenous people from remote communities into teacher education. Academic research is steeped in western colonised traditions and behaviours. Conscious of this, it was important while undertaking the work toward this thesis to pay attention to the process of working together within the research. This came out of a desire to embody rather than observe cultural and ethical guidelines about doing research involving Indigenous people and knowledge systems. Through a series of interrupting tools used throughout the work, some key insights were captured that were significant in illustrating one process for collaborative decolonizing research. Three insights in particular stood out as guides for how to do decolonising research in the intercultural space. This paper will explain and discuss these three areas and their implications for working in what Verran (2013) calls ‘good faith’.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"11 1","pages":"70-80"},"PeriodicalIF":1.1,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78582408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Lessons from the participants in decolonising research","authors":"Stuart Barlo","doi":"10.18793/LCJ2017.22.03","DOIUrl":"https://doi.org/10.18793/LCJ2017.22.03","url":null,"abstract":"","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"13 1","pages":"16-25"},"PeriodicalIF":1.1,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77164648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Lurujarri Dreaming Trail is an ancestral dreaming track1 near Broome in the Kimberley region of north-western Australia. Walked each barrgana2 season by Goolarabooloo traditional custodians and non-Indigenous people, this trail was also recently the site of a major land use dispute. Conflicts over what the land is and how it should be valued have defined Indigenoussettler relations since the first wave of colonisation of Australia’s First Peoples and their ancestral estates (Wilson & Ellender, 2002). At the heart of these conflicts are different ways of conceptualising and relating to the land, and ultimately, divergent ontologies.3 This paper reflects on my doctoral research and the recent dispute in the Kimberley which foregrounded my research, to contribute to conversations on how research methodology can recognise the ontological politics (Verran, 2007) enacted in place. It explores how I, as an ethnographic researcher, used ontological openness to work ethically and productively with the different realities being performed in place. It also explores the broader implications of this approach in terms of decolonising research practice and supporting respectful dialogue between Indigenous and Western peoples and realities. Landing in Broome: Meeting the Goolarabooloo Community and Country The flight into Broome always ends with a sweeping arc over the milky blue waters of Roebuck Bay (fringed by red pindan earth and mangroves) and a low fly-over Chinatown and the historic Sun Pictures. The intensity of these colours seared into my memory when I first arrived in Broome in the year 2000. I was an undergraduate student from RMIT University who had travelled to the Kimberley to walk the Lurujarri Dreaming Trail with the Goolarabooloo Indigenous community. 1 Dreaming tracks trace the pathways of ancestral creators. Embedded within these pathways are traditional knowledge, stories, songs and law, which contain codes of behaviour for balanced relationships. In the West Kimberley, this body of cultural knowledge and law is referred to by the name Bugarrigarra (Wilcox, 2010, p. 26). 2 Barrgana is the season when cool winds blow from the southeast (July – August). In the ocean walgawalga (salmon), catfish, galbany (mullet) and jugan (dugon) are fat and the whales are migrating north. On the land, yarrinyarri (bush onion) are plentiful and can be dug out of the shallow sands (Goolarabooloo, 2013). Indigenous language words written in this paper appear in italics and originate from the Nyulnyulan family of languages, including Bardi, Jabirr Jabirr, Ngumbal, Nyulnyul, Jugun and Yawuru (Muecke & Lowe as cited in Kelly, 2016). 3 In this paper, ontology is taken to mean the nature of existence and being, which takes into account categories that structure what is (Fielbleman, 1960, p. 219). The term is also used to reference ways of being, and to provoke a questioning of the realities that people enact (Law, 2004, p. 162). 83 Learning Communities | Special
{"title":"Ontological openness on the Lurujarri Dreaming Trail: a methodology for decolonising research","authors":"Nia Emmanouil","doi":"10.18793/LCJ2017.22.08","DOIUrl":"https://doi.org/10.18793/LCJ2017.22.08","url":null,"abstract":"The Lurujarri Dreaming Trail is an ancestral dreaming track1 near Broome in the Kimberley region of north-western Australia. Walked each barrgana2 season by Goolarabooloo traditional custodians and non-Indigenous people, this trail was also recently the site of a major land use dispute. Conflicts over what the land is and how it should be valued have defined Indigenoussettler relations since the first wave of colonisation of Australia’s First Peoples and their ancestral estates (Wilson & Ellender, 2002). At the heart of these conflicts are different ways of conceptualising and relating to the land, and ultimately, divergent ontologies.3 This paper reflects on my doctoral research and the recent dispute in the Kimberley which foregrounded my research, to contribute to conversations on how research methodology can recognise the ontological politics (Verran, 2007) enacted in place. It explores how I, as an ethnographic researcher, used ontological openness to work ethically and productively with the different realities being performed in place. It also explores the broader implications of this approach in terms of decolonising research practice and supporting respectful dialogue between Indigenous and Western peoples and realities. Landing in Broome: Meeting the Goolarabooloo Community and Country The flight into Broome always ends with a sweeping arc over the milky blue waters of Roebuck Bay (fringed by red pindan earth and mangroves) and a low fly-over Chinatown and the historic Sun Pictures. The intensity of these colours seared into my memory when I first arrived in Broome in the year 2000. I was an undergraduate student from RMIT University who had travelled to the Kimberley to walk the Lurujarri Dreaming Trail with the Goolarabooloo Indigenous community. 1 Dreaming tracks trace the pathways of ancestral creators. Embedded within these pathways are traditional knowledge, stories, songs and law, which contain codes of behaviour for balanced relationships. In the West Kimberley, this body of cultural knowledge and law is referred to by the name Bugarrigarra (Wilcox, 2010, p. 26). 2 Barrgana is the season when cool winds blow from the southeast (July – August). In the ocean walgawalga (salmon), catfish, galbany (mullet) and jugan (dugon) are fat and the whales are migrating north. On the land, yarrinyarri (bush onion) are plentiful and can be dug out of the shallow sands (Goolarabooloo, 2013). Indigenous language words written in this paper appear in italics and originate from the Nyulnyulan family of languages, including Bardi, Jabirr Jabirr, Ngumbal, Nyulnyul, Jugun and Yawuru (Muecke & Lowe as cited in Kelly, 2016). 3 In this paper, ontology is taken to mean the nature of existence and being, which takes into account categories that structure what is (Fielbleman, 1960, p. 219). The term is also used to reference ways of being, and to provoke a questioning of the realities that people enact (Law, 2004, p. 162). 83 Learning Communities | Special ","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"1 2","pages":"82-97"},"PeriodicalIF":1.1,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72627785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is not an uncommon part of the human experience for casual conversations, serendipitous meetings and chance encounters to launch us in a new direction or to begin an extraordinary journey. (Bashir, 2010, p. xv) The central aim of this paper is to highlight some of the challenges and opportunities I experienced in the field while conducting doctoral research. It focuses on some of the social and ethical issues associated with conducting research in two different Western military organisations and a remote Indigenous community in East Arnhem Land, northern Australia. Through the process of personal exploration and reflection, I seek to understand ‘how and to what extent these challenges’ (Barker, 2008, p. 09.1) shaped or impeded the research process and the ability to open dialogue regarding Indigenous Knowledges in military curricula. Using a decolonising lens, this paper analyses my journey in light of the methodology Institutional Ethnography, and the difficulties involved when selecting an appropriate research paradigm to suit multiple settings. It focuses on the interpersonal relationships between the researcher and participants; the strengths and limitations of insider/outsider perspectives (Barker, 2008; Innes, 2009); and the inherent roles and responsibilities of the researcher as a military employee and Indigenous woman from New Zealand.
在人类的经历中，不经意的交谈、偶然的会面和偶然的相遇将我们推向一个新的方向或开始一段非凡的旅程，这并不罕见。(Bashir, 2010, p. xv)本文的中心目的是强调我在进行博士研究时在该领域遇到的一些挑战和机遇。它侧重于在两个不同的西方军事组织和澳大利亚北部东阿纳姆地一个偏远的土著社区进行研究相关的一些社会和伦理问题。通过个人探索和反思的过程，我试图理解“这些挑战如何以及在多大程度上”(Barker, 2008, p. 09.1)塑造或阻碍了研究过程和在军事课程中就土著知识展开对话的能力。使用非殖民化的镜头，本文分析了我的旅程在方法论的光制度人种学，以及选择一个适当的研究范式，以适应多种设置时所涉及的困难。它侧重于研究人员和参与者之间的人际关系;局内人/局外人视角的优势和局限性(Barker, 2008;英纳斯,2009);以及研究人员作为军队雇员和新西兰土著妇女的固有作用和责任。
{"title":"Opening the Dialogue: Reflections of my PhD Journey 2010-16","authors":"D. Hohaia","doi":"10.18793/LCJ2017.22.05","DOIUrl":"https://doi.org/10.18793/LCJ2017.22.05","url":null,"abstract":"It is not an uncommon part of the human experience for casual conversations, serendipitous meetings and chance encounters to launch us in a new direction or to begin an extraordinary journey. (Bashir, 2010, p. xv) The central aim of this paper is to highlight some of the challenges and opportunities I experienced in the field while conducting doctoral research. It focuses on some of the social and ethical issues associated with conducting research in two different Western military organisations and a remote Indigenous community in East Arnhem Land, northern Australia. Through the process of personal exploration and reflection, I seek to understand ‘how and to what extent these challenges’ (Barker, 2008, p. 09.1) shaped or impeded the research process and the ability to open dialogue regarding Indigenous Knowledges in military curricula. Using a decolonising lens, this paper analyses my journey in light of the methodology Institutional Ethnography, and the difficulties involved when selecting an appropriate research paradigm to suit multiple settings. It focuses on the interpersonal relationships between the researcher and participants; the strengths and limitations of insider/outsider perspectives (Barker, 2008; Innes, 2009); and the inherent roles and responsibilities of the researcher as a military employee and Indigenous woman from New Zealand.","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"13 1","pages":"38-47"},"PeriodicalIF":1.1,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81596201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This literature review investigated current and emerging pedagogical directions indicated to physical education (PE) teachers in the research literature. The search strategy used the Google Scholar database to initiate the scan, and then extended into other databases as well as the reference lists of published papers to locate relevant studies. Criteria for inclusion of papers for this review included: 1. Published in English between 2000 to December 2015; 2. Original research published in either peer reviewed journals or text books; 3. Addresses the delivery of sport and PE within both Australian and international school aged children and young people; 4. Papers or book chapters that addressed theoretical underpinnings and concepts of delivering sport and PE. The search identified 57 papers or chapters for inclusion. The major findings of the analysis were: 1. Game Based approaches (such as Game Sense (Australia), TGfU (United Kingdom) and Tactical Games (North America) to learning in PE technical and tactical dimensions of skilled performance in game play are promoted; 2. The Sport Education curriculum and instruction model is well researched and validated as a design to provide authentic, educationally rich sport experiences for students in the context of school PE; and 3. Personal and social development is an often-cited outcome of quality PE teaching in schools. Researchers have supported the use of a “tool kit” of instructional strategies to achieve student learning outcomes in PE (Pill, 2011).
{"title":"What are physical education teachers being told about how to teach sport? An exploratory analysis of sport teaching in physical education","authors":"R. Baldock, S. Pill","doi":"10.18793/LCJ2017.21.09","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.09","url":null,"abstract":"This literature review investigated current and emerging pedagogical directions indicated to physical education (PE) teachers in the research literature. The search strategy used the Google Scholar database to initiate the scan, and then extended into other databases as well as the reference lists of published papers to locate relevant studies. Criteria for inclusion of papers for this review included: 1. Published in English between 2000 to December 2015; 2. Original research published in either peer reviewed journals or text books; 3. Addresses the delivery of sport and PE within both Australian and international school aged children and young people; 4. Papers or book chapters that addressed theoretical underpinnings and concepts of delivering sport and PE. The search identified 57 papers or chapters for inclusion. The major findings of the analysis were: 1. Game Based approaches (such as Game Sense (Australia), TGfU (United Kingdom) and Tactical Games (North America) to learning in PE technical and tactical dimensions of skilled performance in game play are promoted; 2. The Sport Education curriculum and instruction model is well researched and validated as a design to provide authentic, educationally rich sport experiences for students in the context of school PE; and 3. Personal and social development is an often-cited outcome of quality PE teaching in schools. Researchers have supported the use of a “tool kit” of instructional strategies to achieve student learning outcomes in PE (Pill, 2011).","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"109 1","pages":"108-123"},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73874711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
National and state surveys of school sun protection policies and practices demonstrate that being a member of a SunSmart Program improves sun protection practices in primary schools, often lead by Health and Physical Education (HPE) teachers. Australia’s major Sunsmart program implemented in primary schools has largely focused on limiting children’s exposure to ultraviolet radiation (UVR) to reduce the risk of developing skin cancer later in life. Yet another major hazard during outdoor physical education activities is the impact of extreme heat on school students. With physical education (PE) often occurring in hot environments and involving higher intensities (and heart rates), exposure to heat influences are raised. This research reports on a social-ecological model (SEM) review and text mining analysis of key heat protection policies and practices for the development of a five stage Heat Smart action plan in schools. The five stage action plan of Heat Smart strategies can be used to counteract extreme heat exposure during PE and ensure school students continue to meet key national physical activity and curricular objectives. Introduction It has been demonstrated from state and national evaluation surveys that being involved in Cancer Council’s SunSmart Program can enhance sun protective practices (hats, sunscreen, shade & sunglasses) across Australian primary school settings (Sharplin, Smith & Roth, 2013). Yet another potential weather risk to primary school students is exposure to extreme heat, especially within the ‘outdoor discipline’ of physical education (PE). Although there are guidelines and ‘tips’ for a number of Australian states from organisations such as Sports Medicine Australia (SMA) and the Cancer Council itself (an emphasis on skin cancer prevention) around the protection of students from heat-related influences in schools, broader investigation into heat protective practices in schools is warranted. Exposure to extreme heat can negatively influence students in alternative ways via cardiovascular, thermoregulation, discomfort, cognitive and hydration impairments (McArdle, Katch & Katch, 2006; Tatterson, Hahn, Martini & Febbraio, 2000; Nadel, Cafarelli, Roberts & Wenger, 1979; González-Alonso et al., 1999). If exposure to extreme heat is left untreated or protected, this can lead to severe heat illness, rashes, cramps, exhaustion and heat stroke (Bergeron, McLeod & Coyle, 2007; Cooper, Ferrara & Broglio, 2006; Glazer, 2005; Howe & Boden, 2007). Health and Physical Education (HPE) teachers are the most likely staff within education settings to encourage and administer weather protective practices and programs (Sharplin, Smith & Roth, 2013) due to the outdoor nature of the discipline. As students can have reduced physical activity 57 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 levels above just 22 degrees (Remmers et al., 2017), ensuring school students are adequately
{"title":"‘Heat-Smart’ schools during physical education (PE) activities: Developing a policy to protect students from extreme heat","authors":"B. Hyndman","doi":"10.18793/LCJ2017.21.06","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.06","url":null,"abstract":"National and state surveys of school sun protection policies and practices demonstrate that being a member of a SunSmart Program improves sun protection practices in primary schools, often lead by Health and Physical Education (HPE) teachers. Australia’s major Sunsmart program implemented in primary schools has largely focused on limiting children’s exposure to ultraviolet radiation (UVR) to reduce the risk of developing skin cancer later in life. Yet another major hazard during outdoor physical education activities is the impact of extreme heat on school students. With physical education (PE) often occurring in hot environments and involving higher intensities (and heart rates), exposure to heat influences are raised. This research reports on a social-ecological model (SEM) review and text mining analysis of key heat protection policies and practices for the development of a five stage Heat Smart action plan in schools. The five stage action plan of Heat Smart strategies can be used to counteract extreme heat exposure during PE and ensure school students continue to meet key national physical activity and curricular objectives. Introduction It has been demonstrated from state and national evaluation surveys that being involved in Cancer Council’s SunSmart Program can enhance sun protective practices (hats, sunscreen, shade & sunglasses) across Australian primary school settings (Sharplin, Smith & Roth, 2013). Yet another potential weather risk to primary school students is exposure to extreme heat, especially within the ‘outdoor discipline’ of physical education (PE). Although there are guidelines and ‘tips’ for a number of Australian states from organisations such as Sports Medicine Australia (SMA) and the Cancer Council itself (an emphasis on skin cancer prevention) around the protection of students from heat-related influences in schools, broader investigation into heat protective practices in schools is warranted. Exposure to extreme heat can negatively influence students in alternative ways via cardiovascular, thermoregulation, discomfort, cognitive and hydration impairments (McArdle, Katch & Katch, 2006; Tatterson, Hahn, Martini & Febbraio, 2000; Nadel, Cafarelli, Roberts & Wenger, 1979; González-Alonso et al., 1999). If exposure to extreme heat is left untreated or protected, this can lead to severe heat illness, rashes, cramps, exhaustion and heat stroke (Bergeron, McLeod & Coyle, 2007; Cooper, Ferrara & Broglio, 2006; Glazer, 2005; Howe & Boden, 2007). Health and Physical Education (HPE) teachers are the most likely staff within education settings to encourage and administer weather protective practices and programs (Sharplin, Smith & Roth, 2013) due to the outdoor nature of the discipline. As students can have reduced physical activity 57 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 levels above just 22 degrees (Remmers et al., 2017), ensuring school students are adequately","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"1 1","pages":"56-72"},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83064818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports the positive aspects of participation in physical education (PE) and school sport by Indigenous students as part of the wider findings of a doctoral study carried out at three Australian Capital Territory (ACT) government secondary schools. Data was collected from Indigenous students using group interviews and figurational sociology was used to interpret the findings. Central to figurational sociology are long-term processes and power relationships and it is contended that deficit understandings are inextricably linked to these kinds of relationships between individuals and groups. In particular, the research drew upon the figurational concepts of established and outsider theory (Elias & Scotson, 1994). This study found that Indigenous students were predominantly portrayed according to deficit understandings in both PE and in school sport. This research is important because it connects with a key idea of the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). This key idea being a ‘strengths based approach’. The paper concludes by identifying opportunities for Indigenous perspectives to be included in the AC HPE according to a strengths based perspective and also highlights related topics for future research. This paper is particularly relevant to primary and high school educators. Introduction The purpose of this research is to demonstrate how perspectives of Indigenous students at three government high schools in the Australian Capital Territory (ACT) can inform Physical Education (PE) curricula and school sport utilising a ‘strengths based approach’ (ACARA, 2015). Such an approach is used to inform the AC HPE (ACARA, 2015) and acknowledges that all students have personal resources that they can utilise in meeting the achievement standards of this curriculum. In contrast to this key idea, Aboriginal and Torres Strait Islander peoples have historically been portrayed by non-Indigenous Australians according to deficit understandings (Nakata, 2007). Indeed, a consistent framing of Aboriginal identity as deficient is established across different sites of representation (Fforde et. al., 2013). Sport and PE as two of the more significant sites of representation of Aborigines make significant contributions to the discourse of deficit. The story in sport is that Aborigines are athletic and disadvantaged. Over-representation in certain sports proves disadvantage and confirms Aboriginal identity in deficit terms. Pre-service HPE teachers not surprisingly hold images of Aborigines as athletic and disadvantaged. They consistently use deficit words such as problem, disadvantage, impoverished, unhealthy, bad, welfare, dependant, fragmented, violent and even uncivilised to describe Aborigines (Bamblett, 2016). This firmly places Aborigines as an out-group in comparison to the pre-service teachers. An out-group offering little of value. 35 Learning Communities | Special Issue: 2017 30th AChPER International Conference
{"title":"Deficit discourses of Indigenous high school students in physical education and school sport and the benefit of a strengths based alternative","authors":"John Williams, Lawrence Bamblett","doi":"10.18793/LCJ2017.21.04","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.04","url":null,"abstract":"This paper reports the positive aspects of participation in physical education (PE) and school sport by Indigenous students as part of the wider findings of a doctoral study carried out at three Australian Capital Territory (ACT) government secondary schools. Data was collected from Indigenous students using group interviews and figurational sociology was used to interpret the findings. Central to figurational sociology are long-term processes and power relationships and it is contended that deficit understandings are inextricably linked to these kinds of relationships between individuals and groups. In particular, the research drew upon the figurational concepts of established and outsider theory (Elias & Scotson, 1994). This study found that Indigenous students were predominantly portrayed according to deficit understandings in both PE and in school sport. This research is important because it connects with a key idea of the Australian Curriculum Health and Physical Education (AC HPE) (ACARA, 2015). This key idea being a ‘strengths based approach’. The paper concludes by identifying opportunities for Indigenous perspectives to be included in the AC HPE according to a strengths based perspective and also highlights related topics for future research. This paper is particularly relevant to primary and high school educators. Introduction The purpose of this research is to demonstrate how perspectives of Indigenous students at three government high schools in the Australian Capital Territory (ACT) can inform Physical Education (PE) curricula and school sport utilising a ‘strengths based approach’ (ACARA, 2015). Such an approach is used to inform the AC HPE (ACARA, 2015) and acknowledges that all students have personal resources that they can utilise in meeting the achievement standards of this curriculum. In contrast to this key idea, Aboriginal and Torres Strait Islander peoples have historically been portrayed by non-Indigenous Australians according to deficit understandings (Nakata, 2007). Indeed, a consistent framing of Aboriginal identity as deficient is established across different sites of representation (Fforde et. al., 2013). Sport and PE as two of the more significant sites of representation of Aborigines make significant contributions to the discourse of deficit. The story in sport is that Aborigines are athletic and disadvantaged. Over-representation in certain sports proves disadvantage and confirms Aboriginal identity in deficit terms. Pre-service HPE teachers not surprisingly hold images of Aborigines as athletic and disadvantaged. They consistently use deficit words such as problem, disadvantage, impoverished, unhealthy, bad, welfare, dependant, fragmented, violent and even uncivilised to describe Aborigines (Bamblett, 2016). This firmly places Aborigines as an out-group in comparison to the pre-service teachers. An out-group offering little of value. 35 Learning Communities | Special Issue: 2017 30th AChPER International Conference","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"32 1","pages":"34-44"},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79371200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Comparison rates between adolescent boys’ and girls’ sport involvement highlights the significant rate of adolescent girls’ cessation of sport participation during their high school years. Despite adolescent girls’ lower rates of participation in sport, Traditionally Masculinised Sports (TMS) have witnessed the highest uptake of female sport participation in comparison with traditionally feminised sports and gender neutral sports. With TMS becoming an increasingly popular option for women and girls’ sport participation, the expansion of opportunities for women and girls to participate in TMS may offer new avenues for increasing the rate of female sport participation during adolescence. As schools are a setting in which adolescents spend a significant amount of their time, and whose curricular mandate is to engage young people in sport and physical activity, investigation into high school settings and their impact on female sport participation in TMS is timely. This paper explores the role in which embedding a critical inquiry approach to sport and the gendered nature of sport participation across the national Australian Curriculum Health and Physical Education (AC:HPE) (Australian Curriculum Assessment and Reporting Authority, 2013) learning area may support girls’ continued sport participation throughout their high school years. It reports on a study which investigated adolescent girls’ (n=34) experiences of participation in the TMS of soccer, cricket, and Australian Football. Thematic analysis of the data uncovered key themes relating to the role of schools in enabling or creating barriers for female sport participation. Key themes evident within the data, such as gendered norms and expectations, opportunities for participation, and the under representation of women in TMS are discussed in relation to key ideas embedded in the AC:HPE curriculum (Australian Curriculum Assessment and Reporting Authority, 2013). The findings suggest ways in which barriers to female sport participation can be challenged using critical inquiry approaches embedded in the AC:HPE curriculum (Australian Curriculum Assessment and Reporting Authority, 2013) and the school and learning environment. Introduction Adolescence is a time when a significant amount of girls drop out of sports or discontinue physical activity (Australian Bureau of Statistics (ABS), 2011; Gavin, Mcbrearty & Harvey, 2013). Schools play a critical role in enabling or disabling children and youth’s sport participation 139 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 through both the culture of the school and in the choices offered for male and female sport participation (Mitchell, Gray & Inchley, 2015). While women and girls participate in a range of physical activity and sports, the rates of uptake for female adolescents into Traditionally Masculinised Sports (TMS) in Australia has currently overtaken the rates of uptake of female adolesc
{"title":"Embedding a critical inquiry approach across the AC:HPE to support adolescent girls in participating in traditionally masculinised sport","authors":"Nadia Bevan, Jennifer Fane","doi":"10.18793/LCJ2017.21.11","DOIUrl":"https://doi.org/10.18793/LCJ2017.21.11","url":null,"abstract":"Comparison rates between adolescent boys’ and girls’ sport involvement highlights the significant rate of adolescent girls’ cessation of sport participation during their high school years. Despite adolescent girls’ lower rates of participation in sport, Traditionally Masculinised Sports (TMS) have witnessed the highest uptake of female sport participation in comparison with traditionally feminised sports and gender neutral sports. With TMS becoming an increasingly popular option for women and girls’ sport participation, the expansion of opportunities for women and girls to participate in TMS may offer new avenues for increasing the rate of female sport participation during adolescence. As schools are a setting in which adolescents spend a significant amount of their time, and whose curricular mandate is to engage young people in sport and physical activity, investigation into high school settings and their impact on female sport participation in TMS is timely. This paper explores the role in which embedding a critical inquiry approach to sport and the gendered nature of sport participation across the national Australian Curriculum Health and Physical Education (AC:HPE) (Australian Curriculum Assessment and Reporting Authority, 2013) learning area may support girls’ continued sport participation throughout their high school years. It reports on a study which investigated adolescent girls’ (n=34) experiences of participation in the TMS of soccer, cricket, and Australian Football. Thematic analysis of the data uncovered key themes relating to the role of schools in enabling or creating barriers for female sport participation. Key themes evident within the data, such as gendered norms and expectations, opportunities for participation, and the under representation of women in TMS are discussed in relation to key ideas embedded in the AC:HPE curriculum (Australian Curriculum Assessment and Reporting Authority, 2013). The findings suggest ways in which barriers to female sport participation can be challenged using critical inquiry approaches embedded in the AC:HPE curriculum (Australian Curriculum Assessment and Reporting Authority, 2013) and the school and learning environment. Introduction Adolescence is a time when a significant amount of girls drop out of sports or discontinue physical activity (Australian Bureau of Statistics (ABS), 2011; Gavin, Mcbrearty & Harvey, 2013). Schools play a critical role in enabling or disabling children and youth’s sport participation 139 Learning Communities | Special Issue: 2017 30th AChPER International Conference | Number 21 – November 2017 through both the culture of the school and in the choices offered for male and female sport participation (Mitchell, Gray & Inchley, 2015). While women and girls participate in a range of physical activity and sports, the rates of uptake for female adolescents into Traditionally Masculinised Sports (TMS) in Australia has currently overtaken the rates of uptake of female adolesc","PeriodicalId":43860,"journal":{"name":"Learning Communities-International Journal of Learning in Social Contexts","volume":"58 1","pages":"138-151"},"PeriodicalIF":1.1,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73263732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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